### Lesson sequence

| Overall enquiry question | 3 Doors into 33,000 Voyages | |--------------------------|-----------------------------| | | Can you negotiate 33,000 sources to prove your theory? | | | Enabling pupils to test hypotheses using the Slavevoyages Database |

| Learning objectives | To deepen existing knowledge of the Triangular Trade | |---------------------|-----------------------------------------------------| | | To generate hypotheses from historical sources | | | To test these hypotheses against a statistical database |

| Year group | KS5 (England) | |------------|---------------|

| Lessons | 3+ Hours | |---------|----------|

| Resources | File name | Description of resource | |-----------|-----------|-------------------------| | | The Map and the Database Microsoft Power Point | Lesson material for use as a stand-alone lesson or the first lesson in a unit of work in which pupils go on to access the slavevoyages database. Includes teacher notes and tips for using the resource | | | Using the Slavevoyages Database Microsoft Word | Worksheet to accompany an internet based lesson, exploring the slavevoyages database. Includes pupil notes for using the database | | | Presentation Template Microsoft Power Point | Pupil presentation tool to accompany an internet based lesson, exploring the slavevoyages database |

| Author | Katie Hunter | |--------|--------------| Lesson one

| Lesson enquiry question | What does this map tell us about Britain’s role in the Slave Trade? | |-------------------------|------------------------------------------------------------------| | Learning objectives | To ascertain facts and inferences from, and question the value of, a National Archive primary document. | | Resources | The Map and the Database ppt Multiple print-outs of the map source (Optional) |

| Time | Activity | Resources | Differentiation | Technology | |------|--------------------------------------------------------------------------|---------------------------------------------------------------------------|----------------------------------|-----------------------------| | 5 min| Visuals of the Triangle Trade/African Trade for re-cap/discussion purposes | PowerPoint ‘The Map & the Database’ Slides 1&6 | | Whiteboard/project | | 5 min| Prompt class Discussion: What is odd about this map? | PowerPoint ‘The Map & the Database’ Slides 8 | Print-out of Map with ‘Fill-in the blanks’ writing spaces | | | 10 min| Give each group a print out of the map source to analyse | Map Source Print-outs | True/False decisions | PowerPoint ‘The Map & the Database’ Slide 11 | | | Question: What does this source tell us about Britain’s role in the Slave Trade | PowerPoint ‘The Map & the Database’ Slides 10 | | | | 10 min| ~Share findings/Mark~ | PowerPoint ‘The Map & the Database’ Slides 12&13 | Scaffolded Questions | PowerPoint ‘The Map & the Database’ Slide 15 | | | Question: What does this source suggest to us about the Slave Trade | PowerPoint ‘The Map & the Database’ Slides 14&15 | | | | 10 min| Answer the question individually ‘Is this document useful to a historian trying to find out about the Trans-Atlantic Slave Trade?’ | PowerPoint ‘The Map & the Database’ Slides 16-24 | | | | 5 min| ~Share findings/Mark~ | Use a Mark scheme for the ‘How useful’ type of question that fits into your KS5 syllabus | | | | 10 min| Introduction to the idea of the slavevoyages database and how they will, next lesson, verify the source using the database. | PowerPoint ‘The Map & the Database’ Slides 16-24 | | |

### Lesson two

| Lesson enquiry question | Does the database back up the hypotheses we made from the inferences we drew from the map? | |-------------------------|------------------------------------------------------------------------------------------| | Learning objectives | To generate hypotheses from historical sources\
To test these hypotheses against a statistical database\
To present findings that compare and contrast the information contained in primary documents and the database. | | Resources | Using the *Slavevoyages* Database Worksheet/Instruction Sheet\
Presentation Template ppt\
Internet access, Presentation tools (e.g. Microsoft Office’s PowerPoint) |

| Time | Activity | Resources | Differentiation | Technology | |------|----------|-----------|-----------------|------------| | 5 min| Re-cap | PowerPoint ‘The Map & the Database’ Slides 16-24 | Pupils may follow the step by step instructions to check the example hypotheses\
In order to familiarise themselves with the database before moving on to individualised enquiries | Compu Suite | | | Use the inferences drawn from the map in Lesson 1 to create hypotheses.\
E.g The map tells us that the British owned most of the factories on the West Coast CHANGES TO Did the British own most of the factories on the West Coast? | | | | 25 min| Individuals, pairs or groups follow instructions to interrogate the database, create graph and answer the worksheet questions | Database Instruction Guide “Using the Slavevoyages Database” | Accompanying task sheet/instruction sheet | Compu Suite | | | Distribute other sources relating to the slave trade such as the Barbadian letter document/British Port Statistics to follow a new line of enquiry – all groups should check their line of enquiry with the teacher before proceeding | | K Hunter – I have sourced and pupil tested 2 further sources to extend the unit of work if required.\
See The Letter and the Statistics PREVIEW ppt | | | 25 min| Pupils copy and paste the results of their own enquiries into presentations and annotate | PowerPoint ‘Presentation Template’ | | Compu Suite | | | Extension Task: Pupils can develop their own hypotheses and follow their own lines of enquiry in the same vein | PowerPoint ‘Presentation Template’ Teachers could add guide headings to annotation boxes | | | Lesson three

| Lesson enquiry question | What can the database tell us about the logistics of the Slave Trade? | |-------------------------|---------------------------------------------------------------------| | Learning objectives | To present a PowerPoint that compares and contrasts the primary document and the database information. | | Resources | White Board access, Presentation tools (e.g. Microsoft Office’s PowerPoint), primary source document print-outs |

| Time | Activity | Differentiation | Technology | Resources | |-------|-----------------------------------------------|-----------------|---------------------|----------------------------| | 45 min| Pupils deliver presentation | | Whiteboard and projector | Pupils’ presentation PPts | | 45 min| Pupils in audience take notes | | | | | | Option - take notes in a triangle format that reflects the Triangular Trade | | | | | 10 min| Discussion – value of primary sources, value of database | | | PowerPoint ‘The Map & the Database’ Slides 23&24 | | | Reflection – Pupils reflect on range of skills developed over the unit | | | |